| About the Authors |
|
vii | |
| Contributing Authors |
|
ix | |
| Foreword |
|
xxxiii | |
|
|
| Foreword |
|
xxxv | |
|
|
| Introduction |
|
xxxvii | |
|
1 Foundations of Simulation |
|
|
1 | (26) |
|
|
|
|
|
|
|
Introduction to Simulation |
|
|
1 | (1) |
|
|
|
2 | (1) |
|
|
|
3 | (3) |
|
Patient Safety and Quality |
|
|
3 | (1) |
|
|
|
4 | (1) |
|
Transformation in Education |
|
|
4 | (2) |
|
|
|
6 | (1) |
|
|
|
7 | (4) |
|
|
|
9 | (1) |
|
|
|
9 | (1) |
|
|
|
10 | (1) |
|
|
|
10 | (1) |
|
|
|
10 | (1) |
|
Advanced Patient Simulators |
|
|
10 | (1) |
|
Theoretical Foundation of Simulation |
|
|
11 | (7) |
|
|
|
11 | (3) |
|
|
|
14 | (4) |
|
|
|
18 | (3) |
|
|
|
21 | (6) |
|
|
|
21 | (6) |
|
2 Developing Clinical Competence and Confidence |
|
|
27 | (22) |
|
|
|
|
|
|
|
28 | (5) |
|
|
|
28 | (2) |
|
|
|
30 | (2) |
|
|
|
32 | (1) |
|
|
|
33 | (5) |
|
|
|
35 | (1) |
|
Acquiring and Maintaining Competence |
|
|
36 | (2) |
|
|
|
38 | (1) |
|
The Confidence-Competence Connection |
|
|
38 | (2) |
|
Simulation and Clinical Competency |
|
|
40 | (4) |
|
|
|
44 | (5) |
|
|
|
44 | (5) |
|
3 Creating Effective Simulation Environments |
|
|
49 | (38) |
|
|
|
|
|
|
|
52 | (15) |
|
|
|
52 | (8) |
|
|
|
60 | (6) |
|
|
|
66 | (1) |
|
|
|
67 | (1) |
|
Safe Learning Environment |
|
|
68 | (3) |
|
|
|
71 | (1) |
|
|
|
71 | (6) |
|
|
|
77 | (1) |
|
|
|
78 | (9) |
|
|
|
84 | (3) |
|
4 Creating Effective, Evidence-Based Scenarios |
|
|
87 | (38) |
|
|
|
|
|
92 | (18) |
|
Phase I: Planning and Pre-Briefing |
|
|
92 | (13) |
|
Phase II: Planning for Scenario Implementation |
|
|
105 | (2) |
|
Phase III: Planning for Debriefing and Evaluation |
|
|
107 | (3) |
|
Pilot Testing and Periodic Review |
|
|
110 | (1) |
|
|
|
111 | (14) |
|
|
|
123 | (2) |
|
5 Debriefing and Reflective Practice |
|
|
125 | (18) |
|
|
|
Setting the Stage for Debriefing |
|
|
127 | (4) |
|
|
|
127 | (1) |
|
|
|
128 | (1) |
|
|
|
129 | (1) |
|
|
|
130 | (1) |
|
|
|
130 | (1) |
|
|
|
131 | (2) |
|
|
|
132 | (1) |
|
Discussion of a Video Recording |
|
|
132 | (1) |
|
|
|
133 | (1) |
|
|
|
133 | (3) |
|
Debriefing for Meaningful Learning |
|
|
134 | (1) |
|
Debriefing with Good Judgment |
|
|
134 | (1) |
|
Outcome, Present State, Test Model Debriefing |
|
|
135 | (1) |
|
Other Debriefing Structures |
|
|
135 | (1) |
|
|
|
136 | (2) |
|
Debriefing Experience Scale (DES) |
|
|
136 | (1) |
|
Debriefing Assessment for Simulation in Healthcare (DASH) |
|
|
137 | (1) |
|
|
|
138 | (1) |
|
|
|
139 | (4) |
|
|
|
139 | (4) |
|
6 Evaluating Simulation Effectiveness |
|
|
143 | (16) |
|
|
|
|
|
144 | (1) |
|
|
|
145 | (3) |
|
Guidelines for Evaluations at Each Level |
|
|
146 | (1) |
|
Highlights and Challenges of Evaluations at Each Level |
|
|
147 | (1) |
|
|
|
148 | (1) |
|
Instruments and Methods for Evaluation at Each Level |
|
|
148 | (4) |
|
Additional Resources for Identifying Existing Instruments |
|
|
149 | (1) |
|
Methods for Evaluating Participants in Simulation Endeavors |
|
|
150 | (1) |
|
Considerations When Selecting an Instrument |
|
|
151 | (1) |
|
Evaluation Exemplar---Academic Setting |
|
|
152 | (2) |
|
Evaluation Exemplar---Practice Setting |
|
|
154 | (1) |
|
|
|
155 | (4) |
|
|
|
156 | (3) |
|
7 Using Simulation With Specific Learner Populations |
|
|
159 | (16) |
|
|
|
|
|
|
|
|
|
161 | (2) |
|
|
|
161 | (1) |
|
|
|
162 | (1) |
|
|
|
162 | (1) |
|
|
|
163 | (1) |
|
|
|
163 | (1) |
|
|
|
163 | (2) |
|
|
|
164 | (1) |
|
New Graduate Registered Nurses |
|
|
165 | (5) |
|
Experienced Clinical Staff |
|
|
170 | (2) |
|
|
|
172 | (1) |
|
|
|
173 | (2) |
|
|
|
174 | (1) |
|
8 Using Health Care Simulation for Interprofessional Education and Practice |
|
|
175 | (30) |
|
|
|
|
|
178 | (2) |
|
|
|
180 | (1) |
|
The Benefits and Challenges of Simulation-Enhanced IPE |
|
|
181 | (5) |
|
Themes in Simulation-Enhanced IPE |
|
|
183 | (3) |
|
|
|
186 | (5) |
|
Competencies and Recommendations |
|
|
186 | (5) |
|
Characteristics That Influence Outcomes in Simulation-Enhanced IPE |
|
|
191 | (7) |
|
The Challenge of a New Science |
|
|
191 | (1) |
|
|
|
192 | (4) |
|
|
|
196 | (2) |
|
Simulation and Evaluation Design |
|
|
198 | (1) |
|
|
|
199 | (2) |
|
|
|
199 | (1) |
|
|
|
199 | (2) |
|
|
|
201 | (4) |
|
|
|
201 | (4) |
|
9 Using Simulation in Academic Environments to Improve Learner Performance |
|
|
205 | (20) |
|
|
|
Educational Theory and Simulation |
|
|
206 | (1) |
|
Achieving Objectives Through Simulation |
|
|
207 | (8) |
|
|
|
208 | (4) |
|
Acquisition and Mastery of Psychomotor Skills |
|
|
212 | (1) |
|
Early Recognition and Rescue of Patients |
|
|
213 | (2) |
|
Developing Team-Based and Interprofessional Practice Competencies |
|
|
215 | (2) |
|
Aligning Technology With Objectives |
|
|
217 | (2) |
|
Using Simulation for Instruction or Evaluation |
|
|
219 | (3) |
|
|
|
222 | (3) |
|
|
|
222 | (3) |
|
10 Using Simulation in Hospitals and Health Care Systems to Improve Outcomes |
|
|
225 | (16) |
|
|
|
|
|
|
|
227 | (1) |
|
|
|
228 | (1) |
|
Initial Program Development |
|
|
229 | (1) |
|
Developing a Simulation Lab in a Clinical Setting |
|
|
230 | (1) |
|
The Initial Simulation Technology Purchases |
|
|
231 | (1) |
|
Creating Global and Curriculum-Based Objectives |
|
|
232 | (1) |
|
Creating "Real" Simulations in a Lab |
|
|
232 | (2) |
|
In Situ Simulation: Simulation in the "Real" World |
|
|
234 | (2) |
|
Implementing a Hospital-Based In Situ Simulation Program |
|
|
234 | (2) |
|
Staffing Simulation Programs in the Clinical Setting |
|
|
236 | (1) |
|
|
|
237 | (4) |
|
|
|
238 | (3) |
|
11 Using Simulation for Risk Management and Quality Improvement |
|
|
241 | (20) |
|
|
|
|
|
|
|
|
|
242 | (5) |
|
|
|
242 | (2) |
|
|
|
244 | (2) |
|
|
|
246 | (1) |
|
|
|
247 | (3) |
|
|
|
248 | (1) |
|
|
|
248 | (1) |
|
|
|
249 | (1) |
|
|
|
250 | (3) |
|
|
|
250 | (1) |
|
Maintenance of Competency |
|
|
250 | (2) |
|
Privileging, Reentry, and Expansion of Practice |
|
|
252 | (1) |
|
|
|
252 | (1) |
|
|
|
253 | (4) |
|
|
|
253 | (2) |
|
|
|
255 | (2) |
|
|
|
257 | (4) |
|
|
|
257 | (4) |
|
12 Using Simulation for Research |
|
|
261 | (24) |
|
|
|
|
|
|
|
261 | (2) |
|
Overview of Simulation Research |
|
|
263 | (6) |
|
Why Simulation Is an Effective Strategy |
|
|
263 | (1) |
|
Evidence That Supports the Use of Simulation |
|
|
264 | (2) |
|
Evidence That Questions the Use of Simulation |
|
|
266 | (1) |
|
|
|
267 | (2) |
|
Designing a Research Project Using Simulation |
|
|
269 | (4) |
|
|
|
269 | (2) |
|
Aims, Objectives, and Hypotheses |
|
|
271 | (1) |
|
|
|
271 | (2) |
|
|
|
273 | (3) |
|
Special Concerns for Research With Students and Employees |
|
|
276 | (1) |
|
Team Measures Versus Individual Measures |
|
|
277 | (1) |
|
|
|
278 | (1) |
|
Anonymity, Confidentiality, and Privacy |
|
|
279 | (1) |
|
Coming Full Circle: Translating Simulation-Based Research to the Bedside |
|
|
280 | (1) |
|
|
|
281 | (4) |
|
|
|
281 | (4) |
|
13 Defining Roles and Building a Career in Simulation |
|
|
285 | (22) |
|
|
|
|
|
|
|
286 | (11) |
|
Administrator/Leader/Coordinator Role |
|
|
287 | (1) |
|
Simulation Scenario/Curricula Development Role |
|
|
288 | (1) |
|
Subject Matter Expert Role |
|
|
289 | (1) |
|
Programming/Simulation Operator/Driver Role |
|
|
289 | (2) |
|
|
|
291 | (1) |
|
|
|
291 | (1) |
|
|
|
292 | (1) |
|
|
|
293 | (1) |
|
|
|
293 | (1) |
|
|
|
294 | (1) |
|
|
|
295 | (1) |
|
Scheduler/Administrative Assistant Role |
|
|
295 | (1) |
|
Other Roles and Skill Sets in Simulation |
|
|
295 | (2) |
|
Health Care Simulation Educator |
|
|
297 | (1) |
|
Resources to Get Started and Advance |
|
|
297 | (1) |
|
|
|
298 | (9) |
|
|
|
306 | (1) |
|
14 Credentialing and Certification in Simulation |
|
|
307 | (14) |
|
|
|
|
|
|
|
308 | (1) |
|
|
|
308 | (1) |
|
|
|
309 | (2) |
|
|
|
311 | (1) |
|
Professional Certification |
|
|
311 | (3) |
|
Principles of Professional Certification |
|
|
312 | (1) |
|
Value of Professional Certification |
|
|
313 | (1) |
|
A Professional Certification Program for Health Care Simulation Educators |
|
|
314 | (4) |
|
|
|
315 | (1) |
|
|
|
316 | (1) |
|
|
|
317 | (1) |
|
Future of Certification in Health Care Simulation |
|
|
318 | (1) |
|
|
|
319 | (2) |
|
|
|
319 | (2) |
|
15 Developing and Building a Simulation Center |
|
|
321 | (24) |
|
|
|
|
|
|
|
|
|
322 | (5) |
|
Planning Team: Steering Committee and Design Team |
|
|
323 | (1) |
|
|
|
324 | (1) |
|
|
|
325 | (2) |
|
Gathering Information and Benchmarking |
|
|
327 | (2) |
|
|
|
329 | (6) |
|
|
|
329 | (1) |
|
|
|
330 | (1) |
|
|
|
331 | (1) |
|
|
|
331 | (1) |
|
Conference Rooms/Classrooms/Debriefing Rooms |
|
|
331 | (2) |
|
|
|
333 | (1) |
|
|
|
334 | (1) |
|
Administrative Support Spaces |
|
|
335 | (1) |
|
|
|
335 | (1) |
|
|
|
336 | (1) |
|
|
|
337 | (1) |
|
Construction and Transition Planning |
|
|
337 | (2) |
|
|
|
337 | (2) |
|
Funding and Planning Resources |
|
|
339 | (2) |
|
|
|
341 | (1) |
|
|
|
342 | (1) |
|
|
|
343 | (2) |
|
|
|
344 | (1) |
|
16 The Future of Simulation in Health Care |
|
|
345 | (16) |
|
|
|
|
|
|
|
How Simulation, Simulation-Based Pedagogy, and Gaming Will Be Used in the Future |
|
|
346 | (3) |
|
Potential Curriculum and Programmatic Changes |
|
|
349 | (2) |
|
The Integration of Emerging Technologies Into Simulation Experiences |
|
|
351 | (1) |
|
Certification, Accreditation, and Value Recognition of Simulation |
|
|
352 | (3) |
|
Certification and Accreditation |
|
|
353 | (1) |
|
|
|
354 | (1) |
|
Integration of Simulation as a Process Improvement Methodology |
|
|
355 | (1) |
|
|
|
356 | (5) |
|
|
|
357 | (4) |
| Appendix Resources |
|
361 | (2) |
| Index |
|
363 | |
Lisainfo e-raamatute kohta